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RISING LEADERS ON ENVIRONMENTAL SUSTAINABILITY AND CLIMATE CHANGE

A Global Survey of Business Students

Center for Businessand the EnvironmentYale

Center for Businessand the Environment

Yale

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FINDING # 1

Business students agree with current leaders that environmental solutions are critical to business success / 10

FINDING #2

Business students believe corporations should take action on climate change and they embrace this future responsibility / 11

FINDING #3

FINDING #4

Business students intend to work for businesses with strong environmental performance / 12

Business students want environmental sustainability embedded and expanded into business education / 13

Foreword / 03

Participating schools / 05

Introduction / 06

Executive Summary / 08

Conclusion / 14

Methodology / 16

Acknowledgements / 17

About / 18

RISING LEADERS ON ENVIRONMENTAL SUSTAINABILITY

AND CLIMATE CHANGE

2

“Deans and business leaders have to act on climate change now to maintain leadership”

A GLOBAL SURVEY OF BUSINESS STUDENTS 3

The tide is turning and the science is indisputable. From

our respective positions as head of the World Business

Council on Sustainable Development (WBCSD) and dean

of Yale School of Management, we see a new generation

of leaders articulating—vocally and intelligently—the need

for decisive action on the central challenge of our time:

climate change.

This report, which resulted from a survey through the

Global Network for Advanced Management of more than

3,700 students at 29 top business schools across five

continents, sends this message unambiguously. The young

women and men trained at these schools—future leaders

of business and society—have a nearly unified perspec-

tive that the private sector must aggressively lead in the

search for solutions to climate change. Most striking is

the number of emerging leaders who view this action as a

zero-sum game: about one-fifth of business students state

that, regardless of the salary offered, they refuse to work

for a company they perceive to have bad environmental

practices. Simply put, the brightest talent now rising into

ranks of leadership expects corporations to step forward

on climate change and is drawn to work for those that do.

Such a message comes at a propitious moment. For the

first time, the historic meeting at COP21 convenes political

leaders at the same table with business leaders. This

cross-sector platform is the ideal setting for businesses to

engage with climate change and set an agenda that incor-

porates the values and expectations of a new generation.

In collaboration with government, the private sector has the

resources, the management capabilities, and the strength

of innovation to present real and scalable solutions for

climate action.

Leadership will mean integrating the environmental

impacts of business activities into decision making. This

will require new skills for business leaders of the future.

As such, business schools are an essential part of this

ecosystem—the bridge that connects new ideas about

leadership, about what a business can and should do, with

realities on the ground. Best practices from WBCSD mem-

ber companies as well as research coming out of leading

universities confirm that solutions to our greatest environ-

mental challenges do exist. The challenge is scaling them

up. Business schools, with their reach and impact, are ide-

ally positioned to contribute in this respect, and doing so

would enable them to respond to one of the report’s core

findings: current students do not feel that they are being

adequately prepared to address environmental issues. Just

as companies that lead in this space can draw on a richer

pool of talent, business schools have an opportunity to

distinguish themselves through the way they prepare their

graduates to tackle these challenges.

The central takeaway of this survey is clear: deans and

business leaders have to act on climate change now to

maintain leadership.

FOREWORD

Edward A. Snyder

Dean of Yale School of Management

Peter Bakker

President of the World Business

Council for Sustainable Development


AND CLIMATE CHANGE

4


The Global Network for Advanced Management fosters substantive ties among the

world’s leading business schools from both economically strong countries and those

on the horizon of economic development. Importantly, relationships among network

members transcend more traditional bi-lateral interactions with proscribed agendas;

each network member benefits from the perspective and intellectual contributions of

every other and can use the network in creative ways.

Asian Institute of Management (The Philippines)

Duke Fuqua School of Business (USA)1

EGADE Business School, Tecnológico de Monterrey (Mexico)

ESMT European School of Management and Technology (Germany)

FGV Escola de Administração de Empresas de São Paulo (Brazil)

Fudan University School of Management (China)

HEC Paris (France)

Hitotsubashi University, Graduate School of International Corporate Strategy (Japan)

Hong Kong University of Science and Technology Business School (China)

IE Business School (Spain)

IMD (Switzerland)

INCAE Business School (Costa Rica, Nicaragua)

Indian Institute of Management Bangalore (India)

INSEAD (France, Singapore)

Koç University Graduate School of Business (Turkey)

Lagos Business School, Pan-Atlantic University (Nigeria)

London School of Economics and Political Science, Department of

Management (United Kingdom)

MIT Sloan School of Management (USA)1

National University of Singapore Business School (Singapore)

Pontificia Universidad Católica De Chile School of Business (Chile)

Renmin University of China School of Business (China)

Sauder School of Business, University of British Columbia (Canada)

Seoul National University Business School (South Korea)

Technion-Israel Institute of Technology (Israel)

UCD Michael Smurfit Graduate Business School (Ireland)

University of Cape Town Graduate School of Business (South Africa)

University of Ghana Business School (Ghana)

Universitas Indonesia Faculty of Economics (Indonesia)

Yale School of Management (USA)

PARTICIPATING SCHOOLS

1 Non-GNAM school


AND CLIMATE CHANGE

6

This year marks the first publication of Rising Leaders

on Environmental Sustainability and Climate Change: A

Global Survey of Business Students. With this study, we’ve

taken extensive measure of the opinions and attitudes of

today’s business students on climate change and related

environmental sustainability issues. We found two essen-

tial conclusions: from the schools they currently attend,

business students expect more integrated sustainability

curricula and programming to prepare them for the chang-

ing demands of leadership—namely, the environmental

challenges they foresee facing during their careers. For

the companies they expect to work in—and one day

lead—students want aggressive leadership in the search

for solutions to environmental challenges. Eighty percent

of current students expect companies—on par with gov-

ernments and more than consumers or non-profits—to be

working harder to address climate change.

There is growing evidence that this perspective shapes

students’ choices. Companies and schools that are ahead

in the field will benefit in the accelerating recruitment race

for top talent; companies and schools that are lagging may

find recruitment more difficult and expensive.

To compile this report, two affiliated centers at Yale

University,2 in collaboration with the Global Network for

Advanced Management and the World Business Council

for Sustainable Development, launched a global survey of

more than 17,600 students at 29 business schools across

25 countries and five continents. We analyzed more than

3,700 responses3 representing an average school-level

response rate of 28%. Broadly, the areas we investigated

were students’:

1. Knowledge about climate change and other

sustainability issues;

2. Opinions on how these issues will impact business;

3. Considerations of companies’ environmental

performance in career choices; and

4. Impressions of how well business schools prepare

students to navigate issues at the intersection of

business and the environment.

Our robust sample and approach bring new clarity to

what the next generation of leaders thinks about issues of

environmental sustainability in business. Equally important,

this study provides a template for further exploring, testing,

and refining inquiry into the opinions that business students

hold on these issues.

This report comes at a unique moment, with political,

business, and academic leaders convened around a single

table to discuss the most pressing issue of our time. We

hope that the following insights introduce a crucial new

perspective into the discussion—that of a future generation

who, while demanding quick and forceful action, are eager

to step up themselves and join the effort.

INTRODUCTION

2 The Yale Center for Business and the Environment and the Yale

Project on Climate Change Communication.

3 Because of randomization in the survey design, all respondents

did not receive every question that makes up this report.


RESPONDENT DEMOGRAPHICS

NORTH AMERICA4 Schools

13% of Respondents

LATIN AMERICA4 Schools

10% of Respondents

EUROPE8 Schools

36% of Respondents

ASIA AND PACIFIC ISLANDS

9 Schools37% of Respondents

MIDDLE EAST AND AFRICA


64% MBAs

7% EMBAs

29% other

DEGREE PROGRAM

78% full-time students

22% part-time

FULL-TIME VS. PART-TIME

67% male

33% female

GENDER

20% 25 and under

42% 26–30

25% 31–35

13% 36 and over

AGE


AND CLIMATE CHANGE

8

Issues related to climate change and environmental sus-

tainability are critical to the future of business and neither

companies nor business schools are doing enough to

address them, according to an unprecedented survey of

more than 3,700 top business students around the world.

These same students—the next generation of business

leaders—are deeply invested in addressing the challenges

that environmental issues impose on corporations, not sim-

ply to mitigate risk, but also to realize opportunity. Eighty

percent of respondents believe that taking measures to

protect the environment will improve economic growth

and provide new jobs; 71% say that excellent environ-

mental performance by corporations will improve market

competitiveness.

These findings are the result of a first-time collabora-

tion between Yale University, the Global Network for

Advanced Management, and the World Business Council

for Sustainable Development. The survey polled stu-

dents from 29 business schools in 25 countries on five

continents. Opinions across this broad geography—from

Latin and North America to Africa, Asia, and the Pacific

EXECUTIVE SUMMARY

NORTH AMERICA4 Schools

13% of Respondents

LATIN AMERICA4 Schools

10% of Respondents

EUROPE8 Schools

36% of Respondents

ASIA AND PACIFIC ISLANDS


MIDDLE EAST AND AFRICA


Islands—proved remarkably consistent, upending tradi-

tional assumptions about the divide between developed

and developing economies.

From the companies they expect to work in, business

students want committed, responsible leadership in the

search for solutions to environmental challenges. Nearly

90% of students believe, for instance, that companies

should instigate board-level action on sustainability issues;

86% believe they should practice integrated reporting

of financial and sustainability metrics. Students also

expressed the opinion that CEOs and other top leadership

are ultimately responsible for reducing a company’s

environmental impact. In this way, issues related to envi-

ronmental sustainability have shifted from a peripheral

consideration into the realm of core business objectives,

corporate governance, and leadership.

These opinions represent real financial value: all else

being equal, 44% of students express a willingness to

accept lower salaries to work at a company with great

environmental performance and nearly one-fifth of those


surveyed said that they would refuse to work at a company

with bad environmental performance regardless of salary.

Put simply, the brightest talent now rising into ranks of

leadership is drawn to work at companies with good envi-

ronmental practices.

These results confirm the survey’s general finding that

recruiting top talent is no longer a straightforward competi-

tion over salary; tomorrow’s leaders expect more than just

money from the careers they choose. Businesses would do

well to respond to this expectation, as would the institu-

tions that train business students.

While 94% of students consider it important for business

leaders to be knowledgeable about environmental sus-

tainability, many feel that they are not learning what they

need to about this subject. More than three-quarters of all

students say they feel only “moderately” to “not at all”

knowledgeable across a range of related environmental

concerns. Students generally feel less knowledgeable

about the business solutions to environmental challenges

than they do about the challenges themselves.

To redress this gap, business students want the schools

that they attend to integrate environmental sustainability

into core curricula, programming, and career services. For

instance, 61% of students want more faculty and staff with

expertise in environmental sustainability and 55% think

business schools should offer concentrations or joint-de-

gree programs in this field; nearly two-thirds of students

believe sustainability demands a more central position in

the core curriculum.

Here we present the broad and largely unified voice of

future leaders who are demanding action on environmental

sustainability and who are equally willing to take part in

the search for solutions.

shortage

increased demand from students

P

Q

64% want environmental sustainability integrated into both

core curricula and career services/counseling at

business schools

96% think businesses should be leading efforts to address climate change

84% 44% 19%

64% do not think business is making sufficient efforts to address environmental challenges

ENVIRONMENTALACTION

84% of students would choose to work for a company with good environmental practices

44% of students are willing to accept a lower salary to work for a company with better environmental practices

19% would not accept a job at a company with bad environmental practices, regardless of how high the salary was


AND CLIMATE CHANGE

10

Worldwide, business students are deeply concerned about

the spectrum of risks that environmental issues imposes

on corporations, regardless of sector. Of most concern are

risks related to climate change and four specific areas of

resource supply: energy, air, water, and natural resources/

materials. A majority of students believe that these five

issues primarily—and others secondarily—will have nega-

tive effects on business operations.

To address these concerns, business students point to five

realms in which corporations should be engaging with and

taking action on environmental issues. Companies should:

• Address environmental sustainability goals and

targets through industry collaborations and multi-

stakeholder partnerships;

• Measure both positive and negative impacts of their

activities on environmental sustainability outcomes;

• Instigate board-level discussion and action on

environmental sustainability issues;

• Practice integrated reporting of financial and

environmental sustainability metrics; and

• Incorporate environmental sustainability issues into

discussion with financial analysts.

Across every region, students expressed a consistently

strong opinion that business as a whole is not making suf-

ficient effort to address global environmental sustainability

challenges: from 57% of respondents in Asia, Australia, and

the Pacific Islands and up to 76% of

respondents in Latin America.

The motivation to tackle these issues represents a progres-

sive trend, with the environmental efforts of engaged

CEOs carried forward by a rising set of business leaders.

Interest is not waning: the overwhelming consensus

among future leaders is that today’s economy is on

an unsustainable trajectory and business is a key actor in

reshaping this trajectory.

F INDING # 1Business students agree with current leaders that environmental solutions are critical to business success

A GROWING IMPERATIVE AMONG THE NEXT GENERATION OF BUSINESS LEADERS

64% do not think business is making sufficient efforts to address environmental challenges

62% do not think the global economy is operating sustainably within environmental constraints

The vast majority (70-94%)

of business students believe companies should be integrating environmental sustainability issues into business operations in a variety of ways

100%

0%

62%

47%*

100%

0%

64%

38%*

100%

0%

70–94%

* “The UN Global Compact-Accenture CEO Study on Sustainability 2013” conducted by Accenture and the United Nations Global Compact.

https://acnprod.accenture.com/~/media/Accenture/Conversion-Assets/DotCom/Documents/Global/PDF/Strategy_5/Accenture-UN-Global-Compact-Acn-CEO-Study-Sustainability-2013.pdf

https://acnprod.accenture.com/~/media/Accenture/Conversion-Assets/DotCom/Documents/Global/PDF/Strate


Business students divide the responsibility to act on

environmental issues equally between business and govern-

ment. They also believe that, within corporate management,

this responsibility falls as much to executive leadership as

it does to dedicated senior sustainability professionals. In

this way, issues related to environmental sustainability have

become fundamentally linked to core business objectives,

corporate governance, and leadership.

The business students surveyed also believe that address-

ing environmental issues creates valuable opportunities.

Broadly, 80% of students say that taking measures to

protect the environment will improve economic growth and

provide new jobs. They also believe that these measures

will accrue specific benefits to companies. Excellent envi-

ronmental performance can:

• Increase brand value and strengthen public trust;

• Enhance innovation and new solutions through

research and development;

• Reduce fines and fees in an increasingly stringent

regulatory environment; and

• Improve market competitiveness.

Though conventional wisdom views progressive environ-

mental actions as a cost, the wisdom is changing; future

leaders instead see potential for profit.

When asked specifically about climate change, business

students voiced an expectation that the role of corporations

in addressing this challenge is comparable with that of

governments. They also think that corporations have the

most room to strengthen their actions on this front (com-

pared to citizens, consumers, non-profits, and government).

In fact, in Europe and North America, 73% and 78% of busi-

ness students, respectively, believe that companies should

be leading efforts to address climate change; in

the Middle East and Africa this number climbs to 90%.

As detailed in Finding #3, these beliefs carry important

consequences for the recruitment of talent—positive for

those companies at the front of the pack, negative for those

companies at the back.

F INDING #2Business students believe corporations should take action on climate change and they embrace this future responsibility

71% believe governments and companies have

EQUAL responsibility to ensure that companies are not harming the environment

ENVIRONMENTALGOALS

ENVIRONMENTALGOALS

80% believe that corporations, businesses, and industry should be doing a moderate or significant amount MORE to address climate change

96% think businesses should

be LEADING efforts to address climate change


AND CLIMATE CHANGE

12

F INDING #3

Business students intend to work for businesses with strong environmental performance

84% of students would choose

to work for a company with good

environmental practices

44% of students are willing to

accept a lower salary to work for a

company with better environmental

practices

19% would not accept a job at a

company with bad environmental

practices, regardless of how high the

salary was

Business students claim they are willing to reward compa-

nies with good environmental performance by accepting

lower salaries; almost one-fifth of students stated that they

would not work for a company with poor environmental

performance regardless of salary, when all other factors

such as company culture and job responsibility are held

constant. Student preferences also suggest that businesses

with poor environmental performance may be punished

through a loss of talent, demand for higher salaries, and

foregone business opportunities. Students, it seems, are

increasingly sorting companies into top and bottom envi-

ronmental performers with associated consequences for

recruiting and compensation.

By the numbers, 87% of students report being more likely

to do business with companies that have excellent envi-

ronmental performance; 78% report being more likely to

apply for a job at a company with excellent environmen-

tal performance; and 80% report a greater willingness to

accept a job at firms that have excellent environmental

performance.

Wherever they do end up working, more than three-

quarters of survey participants express a desire to improve

the environmental sustainability of their organization; they 67% of students want to incorporate environmental sustainability considerations into whatever job they choose

expect to thread environmental sustainability into whatever

role and position they fill, in whichever sector they are

employed. Rather than the old-fashioned silo of sustain-

ability offices, students want to integrate environmental

concerns into every facet of business.

Companies would do well to respond to this expectation,

as would the institutions that train business students.


F INDING #4

Business students want environmental sustainability embedded and expanded into business education

Given student concern about the confluence of

environmental and business issues, it is not surprising

that 94% say it is important for business leaders to be

knowledgeable about sustainability. And yet today’s

students feel they are not learning what they need

to about this subject. More than three-quarters of all

students say they feel only “moderately” to “not at all”

knowledgeable across a range of related concerns—

from knowing where to find information on environmentally

sustainable business practices, to understanding the risks

and competitive advantages posed by environmental

issues. These results hold relatively steady across

geographical regions. In essence, students worldwide

express far less confidence in their knowledge about

business solutions to environmental challenges than

they do about the challenges themselves.

This knowledge gap suggests a unique opportunity for

business schools, especially since the majority of students

seek better curricula, programming, and career services

related to environmental sustainability. Sixty-four percent

of students indicate a desire to integrate environmental

sustainability into core curricula, embedding it as a central

component of business education. The same percentage

of students wants more sustainability electives, indicating

a desire to deepen their understanding of the connections

between business and the environment. In addition, 61%

of students want more faculty and staff with expertise

in sustainability, 64% want career services and counseling

directly related to this issue, and 55% think business

schools should offer concentrations or joint-degree pro-

grams on sustainability.

The vanishing middle ground faced by companies—

good environmental practices are rewarded while bad

environmental practices are punished—is mirrored in

the academic world: the next generation of leaders wants

to be thoroughly educated in the connection between

business and the environment, and they expect business

schools to supply this education. Schools that take this

initiative will benefit from the largest and most progressive

pool of applicants.

shortage

increased demand from students

Q

79% of students say they feel only “moderately” to “not at all” knowledgeable about how to make business more environmentally sustainable

64% want environmental sustainability integrated

into both core curricula and career services/counseling

at business school

? ? ? ? ?

92% of students believe that climate change is happening

?


AND CLIMATE CHANGE

14

Looking forward, the results of this survey highlight the

growing consensus that businesses and business schools

must step up to address issues of environmental sustain-

ability—not simply in an effort to mitigate risks, but also

to capture new opportunities. And while current students

endow business with a leading role in these efforts,

they also emphasize the pressing need for cross-sector

collaboration.

This report offers strong cause for optimism at a time of

general uncertainty. Not only do current students look to

business as an essential actor in promoting environmen-

tal sustainability, but they are interested in becoming the

agents of this change; these students represent the next

generation of leaders, and they want to take part in the

search for solutions. The environmental efforts of engaged

CEOs today will be carried forward by a rising set of

business leaders.

Equally hopeful, responsibility to act on these concerns

is shifting from the more peripheral realm of sustainabil-

ity departments directly into the leadership suite, thus

becoming inextricably linked to core business strategies

and objectives.

In collaboration, schools and companies should

re- examine core curricula to prepare business students

for the mounting environmental demands of leadership.

Partnerships like that between the Global Network for

Advanced Management and the World Business Council

for Sustainable Development indicate promising and

innovative new ways for business education to tackle

this challenge.

As climate change and related environmental concerns

gather gravity within the business community, it is

imperative that business schools and companies seek

solutions together. This message—both from this survey

and from the increasingly urgent voices of leadership

around the world—is undisputed. The question is: will

companies and schools rise to meet the challenge?

CONCLUSION



AND CLIMATE CHANGE

16

METHODOLOGY

This survey was conducted by the Yale Center for Business

and the Environment and the Yale Project on Climate

Change Communication, in collaboration with the World

Business Council for Sustainable Development and the

Global Network for Advanced Management, with input and

analysis from an additional collaborator (Jennifer Wang,

Emmett Interdisciplinary Program in Environment and

Resources, Stanford University). Data was collected from a

survey distributed to participants from 29 business schools

located in 25 countries on five continents, representing

approximately 17,600 students globally. These business

schools comprised the 27 members of the Global Network

for Advanced Management (as of September 2015), as well

as two additional schools: Duke Fuqua School of Business

(USA) and MIT Sloan School of Management (USA).

The survey comprised questions asking business students

about environmental sustainability in relation to three key

topics: knowledge and views on environmental sustain-

ability and climate change, career choices, and business

school education. Fourteen substantive questions were

administered to the full respondent population. An addi-

tional 18 substantive questions were each administered to

approximately half of the respondent population; these 18

questions were grouped into pairs and each respondent

was randomly assigned one question from each of these

nine pairs of questions. Every survey participant was thus

presented with 23 substantive questions. Every respondent

also received the full set of 22 demographic questions. In

compliance with IRB requirements, identities of individual

respondents are anonymous and responses to all questions

were voluntary.

Survey questions were generated from a number of

sources, including 19 questions adapted from five prior

surveys:

• Gallup Poll, 2012, 2015 (three questions)

• Jennifer Wang, Emmett Interdisciplinary Program in

Environment and Resources Dissertation Protocol,

Stanford University, July 2015 (four questions)

• The United Nations Global Compact-Accenture CEO

Study on Sustainability, 2013 (three questions)

• The Yale Project on Climate Change Communication,

Climate Change in the American Mind Project, April 2014

(seven questions)

• The Associated Press-NORC Center for Public

Affairs Research and The Yale School of Forestry &

Environmental Studies Environment Poll, November 2014

(two questions)

Survey questions were pre-tested (using cognitive pre-test-

ing methods) with business school students from different

regions. The final survey was administered online using

the third-party survey platform Qualtrics. The survey was

distributed within each school through official administra-

tive channels such as by a senior staff administrator, faculty

member, or Dean. Administrators were given a series of

template recruitment e-mails to send out to their students.

To reduce self-selection bias, the e-mail templates only

specified the general nature of the survey’s interest in

asking about the business school experience, and did not

specifically indicate a focus on environmental sustainability

or climate change. Respondents were informed that the

aggregate results of the study would be published and dis-

tributed globally to senior business executives. Respondents

were not compensated for their participation in the survey.

The survey took approximately 15-20 minutes to complete.

The descriptive findings cited in this report come from

3,711 survey responses collected between September 13

and October 18, 2015, and represent a subset of questions

from the full survey. The total set of survey responses (N =

5,135) was cleaned to remove invalid responses (e.g. repeat

entries) and responses that were missing key demographic

information (e.g., school name, graduate degree status, etc.).

All results show percentages among all respondents who

completed the question given. Weighting all schools equally

(N = 29), the median school response rate was 23% and the

mean school response rate was 28%. The middle 50% of

school response rates fell between 17% and 34%.

Due to rounding, percentages may not add up to 100% in

every instance. All analyses were conducted using R

(version 3.2.0). For additional details, please visit

http://cbey.yale.edu/globalsurveymethodology.


ACKNOWLEDGEMENTS

STUDY LEAD

Laura FranceschiniYale Center for Business and

the Environment

SURVEY DESIGN

Laura Franceschini

Jennifer WangEmmett Interdisciplinary Program

in Environment and Resources,

Stanford University

Geoff FeinbergThe Yale Program on Climate

Change Communication

LEAD AUTHORS

Laura Franceschini

Jennifer Wang

Todd CortYale School of Management

SUPPORTING AUTHORS

Stuart DeCewYale Center for Business and the

Environment

Cassandra Walker HarveyYale Center for Business and the

Environment

Mar GutiérrezMaster of Environmental

Management Candidate, Yale School

of Forestry & Environmental Studies

Stanislov VavilovMaster of Business Administration

Candidate, Yale School of

Management

The authors would like to thank the following people for their insight and

tireless assistance: Gail Whiteman, Rodney Irwin, Emily Grady, Heather Fitzgerald,

Jennifer Oldham Rogan, David Bach, Camino de Paz, Peter Boyd, Deborah Wojcik,

Global Network for Advanced Management (GNAM) team, GNAM and partici-

pating school deans, GNAM school administrators, Yale Center for Business and

Environment Advisory Board Members, and Robert Hayward (Accenture).

The graphic design was created by Henk van Assen, Senior Critic at Yale

University School of Art, together with Kelly Bryan and Igor Korenfeld, Designers

at HvADesign.


AND CLIMATE CHANGE

18

The Global Network for Advanced

Management

Launched in 2012, the Global Network for Advanced Management

is a network of leading business schools from a diverse set

of market-oriented economies that have become increasingly

connected and interdependent. A common motivation of member

schools was to position their faculty, students, staff, alumni and

other constituencies so that they can deepen their understanding

of differences and commonalities in economies, political systems

and culture. Related member schools recognized that leaders in

all sectors will be asked to contribute to the solutions of major

problems that are typically complex and global.

Representing a shift away from the partnership model of busi-

ness school collaboration, the Global Network enables the

development of innovative programs that leverage the schools’

comparative advantages. Taking advantage of network efficien-

cies, utilizing new technologies, building strong institutional and

personal relationships, and operating with a minimum of bureau-

cracy, the Global Network is having a transformational effect on

member schools, management education, and beyond.

www.advancedmanagement.net

The Yale Center for Business

and the Environment

The Yale Center for Business and the Environment provides a

platform for generating, incubating and launching innovative

action at the intersection of business and the environment.

The Center joins the strengths of two world-renowned graduate

schools—the Yale School of Management and the Yale School

of Forestry & Environmental Studies—together with an extensive

network of internal and external thought leaders at the busi-

ness-environment interface.

Driven by student interest, we develop partnerships with a wide

range of actors across Yale (students, faculty, staff ) and in the

professional world (alums, companies, NGOs, governments). Our

work covers finance, entrepreneurship, marketing, operations, and

strategy on issues involving energy, water, carbon, food, natural

areas and society.

www.cbey.yale.edu

The World Business Council for

Sustainable Development

The WBCSD is a CEO-led organization of forward-thinking com-

panies that galvanizes the global business community to create

a sustainable future for business, society and the environment.

The Council provides a forum for its 200 member companies—

representing all business sectors, all continents and combined

revenue of over $US 8 trillion—to share best practices on sus-

tainable development issues and to develop innovative tools that

change the status quo.

The Council also benefits from a network of 60 national and

regional business councils and partner organizations, a majority

of which are based in developing countries. By thinking ahead,

advocating for progress and delivering results, the WBCSD both

increases the impact of our members’ individual actions and cata-

lyzes collective action that can change the future of our society for

the better.

www.wbcsd.org

The Yale Program on Climate

Change Communication

The Yale Program on Climate Change Communication conducts

scientific research on public climate change knowledge, attitudes,

policy preferences, and behavior and investigates the underlying

psychological, cultural and political factors that drive public

responses to the issue. We then develop new communication

strategies and tactics to engage different audiences in climate

change solutions. Finally, we apply these insights through partner-

ships with government, media, scientific, business, and advocacy

organizations and a daily, 90-second radio program (Climate

Connections) broadcast on more than 210 stations nationwide.

www.environment.yale.edu/climate-communication

Contact

For more information please contact [email protected].

ABOUT

Center for Businessand the EnvironmentYale

Center for Businessand the Environment

Yale

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